Achenbach, T. M. (1991). The Child Behavior Checklist—1991. Burlington, VT: University of Vermont.Google Scholar

Achenbach, T. M. (2019). Achenbach System of Empirically Based Assessment. Retrieved from www.aseba.org/Google Scholar

Achenbach, T. M., & Edelbrock, C. S. (1981). Behavioral problems and competencies reported by parents of normal and disturbed children aged four through sixteen. Monographs of the Society for Research in Child Development, 46, 1–82. https://doi.org/10.2307/1165983CrossRefGoogle ScholarPubMed

Allen, J. P., Pianta, R. C., Gregory, A., Mikami, A. Y., & Lun, J. (2011). An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333, 1034–1037. https://doi.org/10.1126/science.1207998Google Scholar

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing. https://doi.org/10.1176/appi.books.9780890425596Google Scholar

Barnes, S., Partee, A., Bailey, R., & Jones, S. (2016, July). Testing a new kernel of practice focused on children’s executive function and self-regulation: Preliminary findings from a 3-school pilot study. Poster presented at the National Research Conference on Early Childhood, Washington, DC.Google Scholar

Barrett, P. M. (2004). Friends for Life: Group leaders’ manual for children. Queensland, Australia: Australian Academic Press.Google Scholar

Barrett, P. M., Farrell, L. J., Ollendick, T. H., & Dadds, M. (2010). Long-term outcomes of an Australian universal prevention trial of anxiety and depression symptoms in children and youth: An evaluation of the Friends Program. Journal of Clinical Child & Adolescent Psychology, 35, 403–411. https://doi.org/10.1207/s15374424jccp3503_5Google Scholar

Beck, J. S. (2011). Cognitive behavior therapy: Basics and beyond (2nd ed.). New York, NY: The Guilford Press.Google Scholar

Bernstein, G. A., Bernat, D. H., Victor, A. M., & Layne, A. E. (2008). School-based interventions for anxious children: 3-, 6-, and 12-month follow-ups. Journal of the American Academy of Child and Adolescent Psychiatry, 47, 1039–1047. https://doi.org/10.1097/CHI.0b013e31817eecc0Google Scholar

Bertha, E. A., & Balázs, J. (2013). Subthreshold depression in adolescence: A systematic review. European Child & Adolescent Psychiatry, 22, 589–603. https://doi.org/10.1007/s00787-013-0411-0CrossRefGoogle ScholarPubMed

Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Developmental Psychopathology, 20, 899–911. https://doi.org/10.1017/S0954579408000436Google Scholar

Bowers, H., Manion, I., Papadopoulos, D., & Gauvreau, E. (2013). Stigma in school-based mental health: Perceptions of young people and service providers. Child and Adolescent Mental Health, 18, 165–170. https://doi.org/10.1111/j.1475-3588.2012.00673.xGoogle Scholar

Cantwell, D. P. (1996). Classification of child and adolescent psychopathology. The Journal of Child Psychology and Psychiatry, 37, 3–12. https://doi.org/10.1111/j.1469-7610.1996.tb01377.xGoogle Scholar

Caporino, N. E., Read, K. L., Shiffrin, N., et al. (2017). Sleep-related problems and the effects of anxiety treatment in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 46, 675–685. https://doi.org/10.1080/15374416.2015.1063429Google Scholar

Carrizales-Engelmann, D., Feuerborn, L. L., Gueldner, B. A., & Tran, O. K. (2016). Merrell’s Strong kids. Baltimore, MD: Brookes Publishing.Google Scholar

Collaborative for Academic, Social, and Emotional Learning. (2014). What is SEL? Skills and competencies. Chicago, IL: Author. Retrieved from www.casel.org/social-andemotionallearning/core-competenciesGoogle Scholar

Cooley-Strickland, M. R., Griffin, R. S., Darney, D., Otte, K., & Ko, J. (2013). Urban African American youth exposed to community violence: A school-based anxiety preventive intervention efficacy study. Journal of Prevention & Intervention in the Community, 39, 149–166. https://doi.org/10.1080/10852352.2011.556573Google Scholar

Dowdy, E., Doane, K., Eklund, K., & Dever, B. V. (2013). A comparison of teacher nomination and screening to identify behavioral and emotional risk within a sample of underrepresented students. Journal of Emotional and Behavioral Disorders, 21, 127–137. https://doi.org/10.1177/1063426611417627CrossRefGoogle Scholar

Eklund, K., Renshaw, T. L., Dowdy, E., et al. (2009). Early identification of behavioral and emotional problems in youth: Universal screening versus teacher-referral identification. The California School Psychologist, 14, 89–95. https://doi.org/10.1007/BF03340954Google Scholar

Forness, S. R., Cluett, S. E., Ramey, C. T., et al. (1998). Special education identification of Head Start children with emotional and behavioral disorders in second grade. Journal of Emotional and Behavioral Disorders, 6, 194–204. https://doi.org/10.1177/106342669800600401Google Scholar

Foster, C. E., Horwitz, A., Thomas, A., et al. (2017). Connectedness to family, school, peers, and community in socially vulnerable adolescents. Children and Youth Services Review, 81, 321–331. https://doi.org/10.1016/j.childyouth.2017.08.011Google Scholar

Foster, S., Rollefson, M., Doksum, T., et al. (2005). School mental health services in the United States, 2002–2003 (DHHS Pub. No. (SMA) 05–4068). Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration.Google Scholar

Ginsburg, G. S., Drake, K. L., Tein, J.-Y., Teetsel, R., & Riddle, M. A. (2015). Preventing onset of anxiety disorders in offspring of anxious parents: A randomized controlled trial of a family-based intervention. The American Journal of Psychiatry, 173, 1207–1214. https://doi.org/10.1176/appi.ajp.2015.14091178Google Scholar

Gonzalez, A., Peris, T. S., Vreeland, A., et al. (2015). Parental anxiety as a predictor of medication and CBT response for anxious youth. Child Psychiatry and Human Development, 46, 84–93. https://doi.org/10.1007/s10578-014-0454-6Google Scholar

Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581–586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.xGoogle Scholar

Goodman, R. (1999). The extended version of the Strengths and Difficulties Questionnaire as a guide to child psychiatric caseness and consequent burden. Journal of Child Psychology and Psychiatry, 49, 791–799. https://doi.org/10.1111/1469-7610.00494CrossRefGoogle Scholar

Goodman, R. (2001). Psychometric properties of the Strengths and Difficulties Questionnaire. Child and Adolescent Psychiatry, 40, 1137–1145. https://doi.org/10.1097/00004583-200111000-00015Google Scholar

Herman, K. C., Borden, L. A., Reinke, W. M., & Webster-Stratton, C. (2011). The impact of the Incredible Years parent, child and teacher training programs on children’s co-occurring internalizing symptoms. School Psychology Quarterly, 26, 189–201. https://doi.org/10.1037/a0025228Google Scholar

Higgins, E., & O’Sullivan, S. (2015). “What Works”: systematic review of the “FRIENDS for Life programme as a universal school-based intervention programme for the prevention of child and youth anxiety. Educational Psychology in Practice, 4, 424–438. https://doi.org/10.1080/02667363.2015.1086977CrossRefGoogle Scholar

Hinshaw, S. P., Owens, E. B., Zalecki, C., et al. (2012). Prospective follow-up of girls with attention-deficit/hyperactivity disorder into early adulthood: Continuing impairment includes elevated risk for suicide attempts and self-injury. Journal of Consulting and Clinical Psychology, 80, 1–11. https://doi.org/10.1037/a0029451Google Scholar

Husky, M. M., Kanter, D. A., McGuire, L., & Offson, M. (2012). Mental health screening of African American adolescents and facilitated access to care. Community Mental Health Journal, 48, 71–78. https://doi.org/10.1007/s10597-011-9413-xGoogle Scholar

Husky, M. M., Sheridan, M., McGuire, L., & Offson, M. (2011). Mental health screening and follow-up care in public high schools. Journal of the American Academy of Child & Adolescent Psychiatry, 50, 881–891. https://doi.org/10.1016/j.jaac.2011.05.013Google Scholar

International Rescue Committee. (2014). Healing classrooms. New York, NY: Author.Google Scholar

Jones, S. M., Bailey, R., & Jacob, R. (2014). Social-emotional learning is essential to classroom management. Phi Delta Kappan, 96, 19–24. https://doi.org/10.1177/0031721714553405Google Scholar

Kamphaus, R. W. (2012). Screening for behavioral and emotional risk in schools: Constructs and practicalities. School Psychology Forum, 6, 89–97.Google Scholar

Kamphaus, R. W., & Reynolds, C. R. (2015). Behavioral and Emotional Screening System (BESS). Bloomington, MN: Pearson.Google Scholar

Koot, H. M., & Verhulst, F. C. (1992). Prediction of children’s referral to mental health and special education services from earlier adjustment. Journal of Child Psychology and Psychiatry, 33, 717–729. https://doi.org/10.1111/j.1469-7610.1992.tb00907.xGoogle Scholar

Kösters, M. P., Chinapaw, M. J. M., Zwaanswijk, M., van der Wal, M. F., & Koot, H. M. (2015). Indicated prevention of childhood anxiety and depression: Results from a practice-based study up to 12 months after intervention. American Journal of Public Health, 105, 2005–2013. https://doi.org/10.2105/AJPH.2015.302742CrossRefGoogle ScholarPubMed

Kramer, T. J., Caldarella, P., Young, K. R., Fischer, L., & Warren, J. S. (2014). Implementing “Strong Kids” school-wide to reduce internalizing behaviors and increase prosocial behaviors. Education and Treatment of Children, 37, 659–680. https://doi.org/10.1353/etc.2014.0031CrossRefGoogle Scholar

Matsumoto, Y., & Shimizu, E. (2016). The FRIENDS Cognitive Behavioral Program in Japanese schools: An examination of the treatment effects. School Psychology International, 37, 397–409. https://doi.org/10.1177/0143034316649639CrossRefGoogle Scholar

Merrell, K. W., Carrizales, D. C., Feuerborn, L., Gueldner, B. A., & Tran, O. K. (2007a). “Strong Kids – Grades 3–5.” A Social-Emotional Learning Curriculum. Baltimore, MD: Paul H. Brookes Publishing.Google Scholar

Merrell, K. W., Carrizales, D. C., Feuerborn, L., Gueldner, B. A. & Tran, O. K. (2007b). Strong Kids – Grades 6–8: A Social-Emotional Learning Curriculum. Baltimore, MD: Paul H. Brookes Publishing.Google Scholar

Merrell, K. W., Carrizales, D. C., Feuerborn, L., Gueldner, B. A. & Tran, O. K. (2007c). Strong Teens – Grades 9–12: A Social-Emotional Learning Curriculum. Baltimore, MD: Paul H. Brookes Publishing.Google Scholar

Miller, L. D., Laye-Gindhu, A., Liu, Y., et al. (2011). Evaluation of a preventive intervention for child anxiety in two randomized attention-control school trials. Behavior Research and Therapy, 49, 315–323. https://doi.org/10.1016/j.brat.2011.02.006Google Scholar

Morgan, A. J., Rapee, R. M., Salim, A., et al. (2017). Internet-delivered parenting program for prevention and early intervention of anxiety problems in young children: randomized controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 56, 417–425. https://doi.org/10.1016/j.jaac.2017.02.010Google Scholar

Norton, S., & Tappin, R. (2009). Mental health services in New Hampshire’s schools. Concord, NH: New Hampshire Center for Public Policy Studies.Google Scholar

Okasha, A. (2009). Would the use of dimensions instead of categories remove problems related to subthreshold disorders? European Archives of Psychiatry and Clinical Neuroscience, Suppl. 2, S129–S133. https://doi.org/10.1007/s00406-009-0052-yGoogle Scholar

Pahl, K. M., & Barrett, P. M. (2010). Preventing anxiety and promoting social and emotional strength in preschool children: A universal evaluation of The Fun FRIENDS Program. Advances in School Mental Health Promotion, 3, 14–25. https://doi.org/10.1080/1754730X.2010.9715683Google Scholar

Peterson, D. R. (1961). Behavior problems of middle childhood. Journal of Clinical Psychology, 25, 205–209. https://doi.org/10.1037/h0038994Google Scholar

Raines, T. C., Dever, B. V., Kamphaus, R. W., & Roach, A. T. (2012). Universal screening for behavioral and emotional risk: A promising method for reducing disproportionate placement in special education. Journal of Negro Education, 81, 283–296. https://doi.org/10.7709/jnegroeducation.81.3.0283Google Scholar

Rapee, R. M. (2013). The preventative effects of a brief, early intervention for preschool-aged children at risk for internalising: Follow-up into middle adolescence. The Journal of Child Psychology and Psychiatry, 54, 780–788. https://doi.org/10.1111/jcpp.12048Google Scholar

Rapee, R. M., Kennedy, S., Ingram, M., Edwards, S., & Sweeney, L. (2005). Prevention and early intervention of anxiety disorders in inhibited preschool children. Journal of Consulting and Clinical Psychology, 73, 488–497. https://doi.org/10.1037/0022-006X.73.3.488Google Scholar

Rapee, R. M., Kennedy, S. J., Ingram, M., Edwards, S. L., & Sweeney, L. (2010). Altering the trajectory of anxiety in at-risk young children. American Journal of Psychiatry, 167, 1518–1525. https://doi.org/10.1176/appi.ajp.2010.09111619CrossRefGoogle ScholarPubMed

Reynolds, C., & Kamphaus, R. (2015). Behavior Assessment System for Children, 3rd edition (BASC-3). San Antonio, TX: Pearson Education.Google Scholar

Sandler, I., Tein, J. Y., Wolchik, S., & Ayers, T. S. (2016). The effects of the family bereavement program to reduce suicide ideation and/or attempts of parentally bereaved children six and fifteen years later. Suicide and Life-Threatening Behavior, 46(Suppl 1), S32–S38. https://doi.org/10.1111/sltb.12256Google Scholar

Schanding, G. T., Jr., & Nowell, K. P. (2013). Universal screening for emotional and behavioral problems: Fitting a population-based model. Journal of Applied School Psychology, 29, 104–119. https://doi.org/10.1080/15377903.2013.751479Google Scholar

Schoenfeld, N. A., & Mathur, S. R. (2009). Effects of cognitive-behavioral intervention on the school performance of students with emotional or behavioral disorders and anxiety. Behavioral Disorders, 34, 184–195. https://doi.org/10.1177/019874290903400401Google Scholar

Scott, M., Wilcox, H., Huo, Y., et al. (2010). School-based screening for suicide risk: Balancing costs and benefits. American Journal of Public Health, 100, 1648–1652. https://doi.org/10.2105/AJPH.2009.175224Google Scholar

Shortt, A. L., Barrett, P. M., & Fox, T. L. (2001). Evaluating the FRIENDS Program: A cognitive-behavioral group treatment for anxious children and their parents. Journal of Clinical Child & Adolescent Psychology, 30, 525–535. https://doi.org/10.1207/S15374424JCCP3004_09CrossRefGoogle Scholar

Silverstone, P. H., Bercov, M., Suen, V. Y. M., et al. (2017). Long-term results from the Empowering a Multimodal Pathway Toward Healthy Youth program, a multimodal school-based approach, show marked reductions in suicidality, depression, and anxiety in 6,227 students in Grades 6–12 (aged 11–18). Frontiers in Psychiatry, 8, 81. https://doi.org/10.3389/fpsyt.2017.00081Google Scholar

Stormont, M., & Reinke, W. M. (2013). Implementing Tier 2 social behavioral interventions: Current issues, challenges, and promising approaches. Journal of Applied School Psychology, 29, 121–125. https://doi.org/10.1080/15377903.2013.778769Google Scholar

Walker, H. M., Nishioka, V. M., Zeller, R., Severson, H. H., & Feil, E. G. (2000). Causal factors and potential solutions for the persistent underidentification of students having emotional or behavioral disorders in the context of schooling. Assessment for Effective Intervention, 26, 29–39. https://doi.org/10.1177/073724770002600105Google Scholar

Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The scientific base linking social and emotional learning to school success. In Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.), Building academic success and social-emotional learning: What does the research say? (pp. 3–22). New York, NY: Teachers College Press.Google Scholar

American Foundation for Suicide Prevention, & Suicide Prevention Resource Center. (2018). After a suicide: A toolkit for schools (2nd ed.). Waltham, MA: Education Development Center. Retrieved from www.sprc.org/sites/default/files/resource-program/AfteraSuicideToolkitforSchools.pdfGoogle Scholar

Erbacher, T. A., Singer, J. B., & Poland, S. (2015). Suicide in schools: A practitioner’s guide to multi-level prevention, assessment, intervention, and postvention. New York, NY: Routledge.Google Scholar

Hart, S. (2012). Student suicide: Suicide postvention. In Brock, S. E. & Jimerson, S. R. (Eds.), Best practices in school crisis prevention and intervention, second edition (pp. 525–547). Bethesda, MD: National Association of School Psychologists.Google Scholar

Miller, D. N. (2011). Child and adolescent suicidal behavior: School-based prevention, assessment, and intervention. New York, NY: Guilford.Google Scholar

Abrutyn, S., & Mueller, A. S. (2014). Are suicidal behaviors contagious in adolescence? Using longitudinal data to examine suicide suggestion. American Sociological Review, 79, 211–227. https://doi.org/10.1177/0003122413519445Google Scholar

Aseltine, R. H., & DeMartino, R. (2004). An outcome evaluation of the SOS suicide prevention program. American Journal of Public Health, 94, 446–451. https://doi.org/10.2105/AJPH.94.3.446Google Scholar

Aseltine, R. H., James, A., Schilling, E. A., & Glanovsky, J. (2007). Evaluating the SOS suicide prevention program: A replication and extension. BMC Public Health, 7, 161. https://doi.org/10.1186/1471-2458-7-161CrossRefGoogle Scholar

A-Tjak, J. G., Davis, M. L., Morina, N., et al. (2015). A meta-analysis of the efficacy of acceptance and commitment therapy for clinically relevant mental and physical health problems. Psychotherapy and psychosomatics, 84, 30–36. https://doi.org/10.1159/000365764Google Scholar

Brent, D. A., Baugher, M., Bridge, J., Chen, T., & Chiappetta, L. (1999). Age- and sex-related risk factors for adolescent suicide. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 1497–1505. https://doi.org/10.1097/00004583-199912000-00010Google Scholar

Brent, D. A., Kerr, M. M., Goldstein, C., et al. (1989). An outbreak of suicide and suicidal behavior in a high school. Journal of the American Academy of Child & Adolescent Psychiatry, 28, 918–924. https://doi.org/10.1097/00004583-198911000-00017Google Scholar

Catron, T., & Weiss, B. (1994). The Vanderbilt school-based counseling program: An interagency, primary-care model of mental health services. Journal of Emotional Behavioral Disorders, 2, 247–253. https://doi.org/10.1177/106342669400200407Google Scholar

Centers for Disease Control and Prevention, National Center for Injury Prevention and Control (2015). 10 leading causes of death by age group, United States – 2014. Retrieved from www.cdc.gov/injury/wisqars/pdf/leading_causes_of_death_by_age_group_2014-a.pdfGoogle Scholar

Collaborative for Assessment, Social, and Emotional Learning. (2015). 2015 CASEL guide: Effective, social and emotional learning programs: Middle and high school edition. Chicago, IL: Author. Retrieved from www.casel.org/guideGoogle Scholar

Cook, C. R., Burns, M., Browning-Wright, D., & Gresham, F. M. (2010). Transforming school psychology in the RTI era: A guide for administrators and school psychologists. Palm Beach, FL: LRP Publications.Google Scholar

Curtin, S. C., Warner, M., & Hedegaard, H. (2016). Increase in suicide in the United States, 1999–2014 (NCHS data brief No. 241). Hyattsville, MD: National Center for Health Studies. www.ncbi.nlm.nih.gov/pubmed/27111185Google Scholar

Eggert, L. L., Thompson, E. A., Herting, J. R., & Nicholas, L. J. (1995). Reducing suicide potential among high-risk youth: Test of a school-based prevention program. Suicide and Life-Threatening Behavior, 25, 276–296.Google Scholar

Eggert, L. L., Thompson, E. A., Herting, J. R., Nicholas, L. J., & Dicker, B. G. (1994). Preventing adolescent drug abuse and high school dropout through an intensive school-based social network development program. American Journal of Health Promotion, 8, 202–215. https://doi.org/10.4278/0890-1171-8.3.202Google Scholar

Erbacher, T. A., Singer, J. B., & Poland, S. (2015). Suicide in schools: A practitioners guide to multi–level prevention, assessment, intervention, and postvention. New York, NY: Routledge.Google Scholar

Hart, S. (2012). Student suicide: Suicide postvention. In Brock, S.E. & Jimerson, S.R. (Eds.), Best practices in school crisis prevention and intervention, second edition (pp. 525–547). Bethesda, MD: National Association of School Psychologists.Google Scholar

Hayes, S. C., & Strosahl, K. D. (Eds.). (2004). A practical guide to acceptance and commitment therapy. Springer Science & Business Media.CrossRefGoogle Scholar

Joiner, T. E. (2005). Why people die by suicide. Cambridge, MA: Harvard University Press.Google Scholar

Joiner, T. E., Van Orden, K. A., Witte, T. K., & Rudd, D. M. (2009). The interpersonal theory of suicide: Guidance for working with suicidal clients. Washington DC: American Psychological Association. https://doi.org/10.1037/11869-000Google Scholar

Kalafat, J. (2003). School approaches to youth suicide prevention. American Behavioral Scientist, 46, 1211–1223. https://doi.org/10.1177/0002764202250665Google Scholar

Kalafat, J., Madden, M., Haley, D., & O’Halloran, S. (2007). Evaluation of Lifelines classes: A component of the school-community based Maine Youth Suicide Prevention Project. Report for NREPP. Unpublished manuscript. Retrieved from https://sites.google.com/a/alaska.edu/guide-to-school-based-suicide-prevention-programs/lifelinesGoogle Scholar

Kann, L., Kinchen, S., Shanklin, S. L., et al., (2014). Youth risk behavior surveillance –United States, 2013. Morbidity and Mortality Weekly Report: Surveillance Summaries, 63(4), 1–168. www.cdc.gov/mmwr/preview/mmwrhtml/ss6304a1.htmGoogle Scholar

Kataoka, S. H., Zhang, L., & Wells, K. B. (2002). Unmet need for mental health care among US children: Variation by ethnicity and insurance status. American Journal of Psychiatry, 159, 1548–1555. https://doi.org/10.1176/appi.ajp.159.9.1548Google Scholar

LaFromboise, T. D. (1996). American Indian life skills development curriculum. Madison, WI: University of Wisconsin Press.Google Scholar

LaFromboise, T., & Howard-Pitney, B. (1995). The Zuni life skills development curriculum: Description and evaluation of a suicide prevention program. Journal of Counseling Psychology, 42, 479–486. https://doi.org/10.1037/0022-0167.42.4.479Google Scholar

Linehan, M. M. (1993). Skills training manual for treating borderline personality disorder. New York, NY: Guilford Press.Google Scholar

Linehan, M. M. (2015). DBT skills training manual (2nd ed.). New York, NY: Guilford Press.Google Scholar

LoMurray, M. (2005). Sources of Strength facilitators guide: Suicide prevention peer gatekeeper training. Bismarck, ND: The North Dakota Suicide Prevention Project.Google Scholar

Mazza, J. J. (1997). School-based suicide prevention programs: Are they effective? School Psychology Review, 26, 382–396.Google Scholar

Mazza, J. J. (2006). Youth suicidal behavior: A crisis in need of attention. In Villarruel, F. A. & Luster, T. (Eds.), Adolescent mental health (pp. 156–177). Westport, CT: Greenwood Publishing Group.Google Scholar

Mazza, J. J. (2016, February). A continuum of DBT services for school-based setting to address emotion regulation skills. Invited workshop presented at the national conference of the National Association of School Psychologists. New Orleans, LA.Google Scholar

Mazza, J. J., Dexter-Mazza, E. T., Murphy, H. E., Miller, A. L., & Rathus, J. L. (2016). Skills Training for Emotional Problem Solving for Adolescents (STEPS-A). New York, NY: Guilford Press.Google Scholar

Mazza, J. J., & Hanson, J. B. (2015, February). Implementing DBT Emotion Regulation Skills for Tier II-III Students. Invited workshop presented at the national conference of the National Association of School Psychologists. Orlando, FL.Google Scholar

Mazza, J. J., & Reynolds, W. M. (2008). School-wide approaches to prevention of and treatment for depression and suicidal behaviors. In Doll, B. & Cummings, J. A. (Eds.), Transforming school mental health services (pp. 213–241). Thousand Oaks, CA: Corwin.Google Scholar

Miller, D. N. (2011). Child and adolescent suicidal behavior: School-based prevention, assessment, and intervention. New York, NY: Guilford.Google Scholar

Miller, D. N., Eckert, T. L., & Mazza, J. J. (2009). Suicide prevention programs in the schools: A review and public health perspective. School Psychology Review, 38, 168–188.Google Scholar

Miller, D. N., & Mazza, J. J. (2013). Suicide prevention programs in schools. In Lester, D. & Rogers, J. R. (Eds.), Suicide: A global issue, Volume 2: Prevention (pp. 109–134). Santa Barbara, CA: Praeger.Google Scholar

Miller, D. N., & Mazza, J. J. (2018). School-based suicide prevention, intervention, and postvention. In Leschied, A, Saklofske, D., & Flett, G. (Eds.), Handbook of school-based mental health promotion (pp. 261–277). New York, NY: Springer. https://doi.org/10.1007/978-3-319-89842-1_15Google Scholar

Murphy, S. L., Kochanek, K. D., Xu, J., & Arias, E. (2015). Mortality in the United States, 2014 (NCHS Data Brief No. 229). Hyattsville, MD: National Center for Health Statistics.Google Scholar

Poland, S. (1989). Suicide intervention in the schools. New York, NY: Guilford Press.Google Scholar

Rathus, J. H., & Miller, A. L. (2015). DBT skills manual for adolescents. New York, NY: Guilford Press.Google Scholar

Reconnecting Youth. (2009). Reconnecting youth: A peer group approach to building life skills. Redmond, WA: Author.Google Scholar

Reynolds, W. M. (1991). A school-based procedure for the identification of students at–risk for suicidal behavior. Family and Community Health, 14, 64–75.Google Scholar

Robinson, J., Cox, G., Malone, A., et al. (2013). A systematic review of school–based interventions aimed at preventing, treating, and responding to suicide–related behavior in young people. Crisis, 34, 164–182. https://doi.org/10.1027/0227-5910/a000168Google Scholar

Schilling, E. A., Aseltine, R. H., & James, A. (2016). The SOS suicide prevention program: Further evidence of efficacy and effectiveness. Prevention Sciences, 17, 157–166. https://doi.org/10.1007/s11121-015-0594-3Google Scholar

Schilling, E. A., Lawless, M., Buchanan, L., & Aseltine, R. H. (2014). Signs of Suicide (SOS) shows promise as a middle school suicide prevention program. Suicide and Life-Threatening Behavior, 44, 653–667. https://doi.org/10.1111/sltb.12097Google Scholar

Silverman, M. M. (2013). Defining suicide and suicidal behavior. In Lester, D. & Rogers, J. R. (Eds.), Suicide: A global issue, Volume 1: Understanding (pp. 1–30). Santa Barbara, CA: Praeger.Google Scholar

Suldo, S. M., & Shaffer, E. J. (2008). Looking beyond psychopathology: The dual-factor model of mental health in youth. School Psychology Review, 37, 52–68.Google Scholar

Underwood, M., & Kalafat, J. (2009). Lifelines: A suicide prevention program. Center City, MN: Hazelden Publishing.Google Scholar

US Department of Health and Human Services. (2001). National strategy for suicide prevention: Goals and objectives for action. Rockville, MD: Author.Google Scholar

Van Orden, K. A., Witte, T. K., Cukrowicz, K. C., et al. (2010). The interpersonal theory of suicide. Psychological Review, 117, 575–600. https://doi.org/10.1037/a0018697Google Scholar

World Health Organization. (2014). Preventing suicide: A global imperative. Geneva, Switzerland: Author.Google Scholar

Wyman, P. A., Hendricks Brown, C., LoMurray, M., et al. (2010). An outcome evaluation of the Sources of Strength Suicide Prevention Program delivered by adolescent peer leaders in high schools. American Journal of Public Health, 100, 1653–1661. https://doi.org/10.2105/AJPH.2009.190025Google Scholar

Advancement Project, Education Law Center–PA, FairTest, The Forum for Education and Democracy, Juvenile Law Center, & NAACP Legal Defense and Educational Fund, Inc. (2011). Federal policy, ESEA reauthorization, and the school-to-prison pipeline. Washington, DC: Author.Google Scholar

Barrett, S., Eber, L., & Weist, M. (2013). Positive behavioral interventions & supports–OSEP. Retrieved from www.pbis.org/resource/the-interconnected-systems-framework-201-when-school-mental-health-is-integrated-within-a-multi-tiered-system-of-supportGoogle Scholar

Bernstein, D. P., & Fink, L. (1998). Childhood Trauma Questionnaire: A retrospective self-report manual. San Antonio, TX: The Psychological Corporation.Google Scholar

Bower, E. M. (1982). Defining emotional disturbance: Public policy and research. Psychology in the Schools, 19: 55–60. https://doi.org/10.1002/1520-6807(19820108)19:1<55::aid-pits2310190112>3.0.CO;2-2Google Scholar

Bracha, H. S. (2004). Freeze, flight, fright, faint: Adaptationist perspective on the acute stress response spectrum. CNS Spectrum, 9, 679–685. http://doi.org/10.1017/S1092852900001954Google Scholar

Briere, J. (1996). Trauma Symptom Checklist for Children: Professional manual. State, FL: Psychological Assessment Resources Inc.Google Scholar

Chafouleas, S. M., Johnson, A. H., Overstreet, S., & Santos, N. M. (2015). Toward a blueprint for trauma-informed service delivery in schools. School Mental Health, 8, 144–162. http://doi.org/10.1007/s12310-015-9166-8Google Scholar

Cheney, C. O., & Sampson, K. (1990). Issues in identification and service delivery for student with conduct disorder: The “Nevada solution.” Behavior Disorders, 15, 174–179. https://doi.org/10.1177/019874299001500302Google Scholar

Dadds, M. R., Cauchi, A. J., Wimalaweera, S., Hawes, D. J., & Brennan, J. (2012). Outcomes, moderators, and mediators of empathic-emotion recognition training for complex conduct problems in childhood. Psychiatry Research, 199, 201–207. https://doi.org/10.1016/j.psychres.2012.04.033Google Scholar

Dawel, A., O’Kearney, R., McKone, E., Palermo, R. (2012). Not just fear and sadness: Meta-analytic evidence of pervasive emotion recognition deficits for facial and vocal expressions in psychopathy. Neuroscience Biobehavioral Review, 36, 2288–2304. https://doi.org/10.1016/j.neubiorev.2012.08.006Google Scholar

Dishion, T. J., & Tipsord, J. M. (2011). Peer contagion in child and adolescent social and emotional development. Annual Review of Psychology, 62 ¸189–214. https://doi.org/10.1146/annurev.psych.093008.100412Google Scholar

Education for all Handicapped Children Act of 1975. Pub L. 94–142 (20 U.S.C. and 34 C.F.R.).Google Scholar

Essau, C. A., Sasagawa, S., & Frick, P. J. (2006). Callous-unemotional traits in a community sample of adolescents. Assessment, 13, 454–469. https://doi.org/10.1177/1073191106287354Google Scholar

Every Student Succeeds Act of 2015, Pub. L. No. 114–95 § 114 Stat. 1177 (2015–2016).Google Scholar

Fabelo, T., Thompson, M. D., Plotkin, M., Carmichael, D., Marchbanks, M. P., & Booth, E. A. (2011). Breaking school rules: A statewide study of how school discipline relates to students’ success and juvenile justice involvement. Council of State Governments Justice Center. Retrieved from http://csgjusticecenter.org/youth/breaking-schools-rules-report/Google Scholar

Farn, A., & Adams, J. (2016). Education and interagency collaboration: A lifeline for justice involved youth. Washington, DC: Center for Juvenile Justice Reform, Georgetown University McCourt School of Public Policy. Retrieved from https://cjjr.georgetown.edu/wp-content/uploads/2016/08/Lifeline-for-Justice-Involved-Youth-August_2016.pdfGoogle Scholar

Felitti, V. J., Anda, R. F., Nordenberg, D., et al. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of deaths in adults. The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14, 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8Google Scholar

Finger, E. C., Marsh, A. A., Mitchell, D. G., et al. (2008). Abnormal ventromedial prefrontal cortex function in children with psychopathic traits during reversal learning. Archives of General Psychiatry, 65, 586–594. http://doi.org/10.1001/archpsyc.65.5.586Google Scholar

Forness, S. R., & Knitzer, J. (1992). A new proposed definition and terminology to replace “serious emotional disturbance” in Individuals with Disabilities Education Act. School Psychology Review, 21, 12–20. DOI:10.1080/02796015.1992.12085587Google Scholar

Frick, P. J. (1998). Conduct disorders and severe antisocial behavior. New York, NY: Plenum.Google Scholar

Frick, P. J., Ray, J. V., Thornton, L. C., & Kahn, R. E. (2014). Can callous-unemotional traits enhance the understanding and treatment of serious conduct problems in children and adolescents: A comprehensive review. Psychological Bulletin, 140, 1–57. http://doi.org/10.1037/a0033076Google Scholar

Haas, S. A., & Fosse, N. E. (2008). Health and the educational attainment of adolescents: Evidence from the NLSY97. Journal of Health & Social Behavior, 49, 178–192. http://doi.org/10.1177/002214650804900205Google Scholar

Hektner, J. M., August, G. J., Bloomquist, M. L., Lee, S., & Klimes-Dougan, B. (2014). A 10-year randomized controlled trial of the Early Risers conduct problems preventive intervention: Effects on externalizing and internalizing in late high school. Journal of Consulting and Clinical Psychology, 82, 355–360. http://doi.org/10.1037/a0035678Google Scholar

Holmes, S. E., Slaughter, J. R., & Kashani, J. (2001). Risk factors in childhood that lead to the development of conduct disorder and antisocial personality disorder. Child Psychiatry of Human Development, 3, 183–193. http://doi.org/10.1023/A:1026425304480Google Scholar

Individuals with Disabilities Education Improvement Act, 20 U.S.C. § 1400. (2004).Google Scholar

Jones, A. P., Laurens, K. R., Herba, C. M., Barker, G. J., & Viding, E. (2009). Amygdala hypoactivity to fearful faces in boys with conduct problems and callous-unemotional traits. American Journal of Psychiatry, 166, 95–102. http://doi.org/10.1176/appi.ajp.2008.07071050Google Scholar

Justicia, F., Benitez, J. L., Pichardo, M. C., et al. (2006). Towards a new explicative model of antisocial behavior. Electric Journal of Research in Educational Psychology, 4, 131–150. http://doi.org/10.1177/0143034310396804Google Scholar

Kauffman, J. M., Mock, D. R., & Simpson, R. L. (2007). Problems related to underservice of students with emotional or behavioral disorders. Behavioral Disorders, 33, 43–57. https://doi.org/10.1177/019874290703300104Google Scholar

Kerker, B. D., Zhang, J., Nadeem, E., et al. (2015). Adverse childhood experiences and mental health, chronic medical conditions, and development in young children. Academic Pediatrics, 15, 510–517. http://doi.org/10.1016/j.acap.2015.05.005Google Scholar

Kimonis, E. R., Frick, P. J., Cauffman, E., Goldweber, A., & Skeem, J. (2012). Primary and secondary variants of juvenile psychopathy differ in emotional processing. Development and Psychopathology, 24, 1091–1103. http://doi.org/10.1017/s0954579412000557Google Scholar

Kimonis, E. R., Ogg, J., & Fefer, S. (2014). The relevance of callous-unemotional traits to working with youth with conduct problems. Communique, 42, 16–18.Google Scholar

Krezmien, M.P., Leone, P.E., & Wilson, M.G. (2014). Marginalized students, school exclusion and the school-to-prison pipeline. In Church, W. T., Springer, D., & Roberts, A. R. (Eds.), Juvenile Justice Sourcebook (2nd ed.) (pp. 267–287). New York, NY: Oxford University Press.Google Scholar

Ky. Admin. Regs. 1: 002. (2011).Google Scholar

Lee, Z., Klaver, J. R., Hart, S. D., Moretti, M. M., & Douglas, K. S. (2009). Short-term stability of psychopathic traits in adolescent offenders. Journal of Clinical Child and Adolescent Psychology, 38, 595–605. http://doi.org/10.1080/15374410903103536Google Scholar

Leone, P., & Weinberg, L. (2012). Addressing the unmet educational needs of children and youth in the juvenile justice and child welfare systems. Washington, DC: Center for Juvenile Justice Reform, Georgetown Public Policy Institute. Retrieved from https://cjjr.georgetown.edu/wp-content/uploads/2015/03/EducationalNeedsofChildrenandYouth_May2010.pdfGoogle Scholar

Lozier, L. M., Cardinale, E. M., VanMeter, J. W., & Marsh, A. A. (2014). Mediation of the relationship between callous-unemotional traits and proactive aggression by amygdala response to fear among children with conduct problems. JAMA Psychiatry, 71, 627–636. http://doi.org/10.1001/jamapsychiatry.2013.4540Google Scholar

Maes, H. H., Silberg, J. L., Neal, M. C., & Eaves, L. J. (2007). Genetic and cultural transmission of antisocial behavior: An extended twin parent model. Twin Research and Human Genetics, 10, 136–150. http://doi.org/10.1375/twin.10.1.136Google Scholar

Marsh, A. A., Finger, E. C., Mitchell, D. G. V., et al. (2008). Reduced amygdala response to fearful expressions in children and adolescents with callous-unemotional traits and disruptive behavior disorders. American Journal of Psychiatry, 165, 712–720. http://doi.org/10.1176/appi.ajp.2007.07071145Google Scholar

Mason, C. (2016). The social maladjustment exclusion: Leaving a category of students behind and the problem with state and judicial interpretation of congressional intent, 19 UDC/DCSL L. Rev. 91. Journal of Law and Education, 47, 580–598.Google Scholar

Mental Health America. (2018). Mental Health in America – Access to care data. Retrieved from www.mentalhealthamerica.net/issues/mental-health-america-access-care-dataGoogle Scholar

Merikangas, K. R., He, J. P., Burstein, M., et al. (2010). Lifetime prevalence of mental disorders in US adolescents: Results from the National Comorbidity Survey Replication – Adolescent Supplement (NCS-A). Journal of the American Academy of Child and Adolescent Psychiatry, 49, 980–989. http://doi.org/10.1016/j.jaac.2010.05.017Google Scholar

Merrell, K. W., & Walker, H. M. (2004). Deconstructing a definition: Social maladjustment versus emotional disturbance and moving the EBD field forward. Psychology in the Schools, 41, 899–910. https://doi.org/10.1002/pits.20046Google Scholar

Morgan, E., Salomon, N., Plotkin, M., & Cohen, R. (2014). The school discipline consensus report: Strategies from the field to keep students engaged in school and out of the juvenile justice system. New York, NY: The Council of State Governments Justice Center. Retrieved from http://csgjusticecenter.org/wp-content/uploads/2014/06/The_School_Discipline_Consensus_Report.pdfGoogle Scholar

National Association of School Psychologists. (2015). Early childhood services: Promoting positive outcomes for young children. [Position statement]. Bethesda, MD: Author. Retrieved from www.nasponline.org/x32403.xmlGoogle Scholar

National Center for Mental Health and Juvenile Justice. (2014). Better solutions for youth with mental health needs in the juvenile justice system. Resource Center Partnership. Retrieved from www.ncmhjj.com/wp-content/uploads/2014/01/Whitepaper-Mental-Health-FINAL.pdfGoogle Scholar

National Research Council and Institute of Medicine. (2009a) Adolescent health services: Missing opportunities. Washington DC: National Academies Press.Google Scholar

National Research Council and Institute of Medicine. (2009b). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities. Washington, DC: National Academies Press.Google Scholar

Orpinas, P., & Home, A. M. (2009). A teacher-focused approach to prevent and reduce students’ aggressive behavior: The GREAT teacher program. American Journal of Preventive Medicine, 26, 29–38. https://doi.org/10.1016/j.amepre.2003.09.016Google Scholar

Pardini, D. A., Lochman, J. E., & Frick, P. J. (2003). Callous-unemotional traits and social-cognitive processes in adjudicated youths. Journal of the American Academy of Child & Adolescent Psychiatry, 42, 364–371. http://doi.org/10.1097/00004583-200303000-00018Google Scholar

Quinn, M., Rutherford, R., Leone, P., Osher, D., & Poirier, J. (2005). Youth with disabilities in juvenile corrections: A national survey. Exceptional Children 71, 339–345. http://doi.org/10.1177/001440290507100308Google Scholar

Raines, T. C., Dever, B. V., Kamphaus, R. W., & Roach, A. T. (2012). Universal screening for behavioral and emotional risk: A promising method for reducing disproportionate placement in special education. The Journal of Negro Education, 81, 283–296. https://doi.org/10.7709/jnegroeducation.81.3.0283Google Scholar

Reynolds, C. R., & Kamphaus, R. W. (2015). Behavior assessment system for children (3rd ed.). Bloomington: NCS Pearson, Inc.Google Scholar

Sebastian, C. L., McCrory, E. J. P., Cecil, C. A. M., et al. (2012). Neural responses to affective and cognitive theory of mind in children with conduct problems and varying levels of callous-unemotional traits. Archives of General Psychiatry, 69, 814–822. https://doi.org/10.1001/archgenpsychiatry.2011.2070Google Scholar

Skiba, R., & Grizzle, K. (1991). The social maladjustment exclusion: Issues of definition and assessment. School Psychology Review 20, 580–598.Google Scholar

Skiba, R. J., Horner, R. H., Chung, C. G., et al. (2011). Race is not neutral: A national investigation of African American and Latino disproportionality in school discipline. School Psychology Review, 40, 85–107.Google Scholar

Strain, P. S., & Joseph, G. E. (2004). Engaged supervision to support recommended practices for young children with challenging behavior. Early Childhood Special Education, 24, 39–50. http://doi.org/10.1177/02711214040240010401Google Scholar

Sullivan, A. L., & Sadeh, S. S. (2014). Differentiating social maladjustment from emotional disturbance: An analysis of case law. School Psychology Review, 43, 450–471. http://doi.org/10.17105/SPR-13-0038.1Google Scholar

Torres, T., & Barber, C. R. (2017). The social conundrum: Emotional disturbance v social maladjustment. Case Studies in Special Education: A Social Justice Perspective, 1, 57–70.Google Scholar

Twenge, J., Joiner, T., Duffy, M., Cooper, B., & Binau, S. (2019). Age, period, and cohort trends in mood disorder and suicide-related outcomes in a nationally representative data set, 2005–2017. Journal of Abnormal Psychology. Advance online publication. http://doi.org/10.1037/abn0000410Google Scholar

US Department of Education. (2014). Guiding principles: A resource guide for improving school climate and discipline. Washington, DC: Author.Google Scholar

US Department of Education, Office of Special Education and Rehabilitative Services. (2016, August). Dear colleague letter. Retrieved from https://sites.ed.gov/idea/idea-files/osep-dear-colleague-letter-on-ensuring-equity-and-providing-behavioral-supports-to-students-with-disabilities/Google Scholar

Veldman, K., Bültmann, U., Almansa, J., & Reijneveld, S. A. (2015). Childhood adversities and educational attainment in young adulthood: The role of mental health problems in adolescence. Journal of Adolescent Health, 57, 462–467. https://doi.org/10.1016/j.jadohealth.2015.08.004Google Scholar

Verdugo, R. R. (2002). Race-ethnicity, social class, and zero-tolerance policies: The cultural and structural wars. Education and Urban Society, 35, 50–75. https://doi.org/10.1177/001312402237214Google Scholar

Weiss, B., Han, S., Harris, V., et al. (2013). An independent randomized clinical trial of multisystemic therapy with non-court-referred adolescents with serious conduct problems. Journal of Consulting and Clinical Psychology, 81, 1027–1039. http://doi.org/10.1037/a0033928Google Scholar

Wells, G. (2017). The social conundrum: Emotional disturbance v social maladjustment. In Torres, T. & Barber, C. (Eds.), Case studies in special education: A social justice perspective. (pp. 57–70). Springfield, IL: Charles C. Thomas.Google Scholar

White, S. F., Marsh, A. A., Fowler, K. A., et al. (2012). Reduced amygdala responding in youth with disruptive behavior disorder and psychopathic traits reflects a reduced emotional response not increased top- down attention to non-emotional features. American Journal of Psychiatry, 169, 750–758. http://doi.org/10.1176/appi.ajp.2012.11081270Google Scholar

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.Google Scholar

Asagba, K. C. (2017). Sex education for people with autistic spectrum disorder and learning disabilities (Unpublished doctoral dissertation). Canterbury Christ Church University, Canterbury, England.Google Scholar

Autisme la Garriga. (2016). Explanatory theories on autistic spectrum disorder. Retrieved from www.autisme.com/autism/explanatory-theories-on-asd.htmlGoogle Scholar

Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21, 37–46. https://doi.org/10.1016/0010-0277(85)90022-8Google Scholar

Berryessa, C. (2014). Judiciary views on criminal behaviour and intention of offenders with high-functioning autism. Journal of Intellectual Disabilities and Offending Behaviour, 5, 97–106. https://doi.org/10.1108/JIDOB-02-2014-0002Google Scholar

Blair, R. J. R. (1999). Psychophysiological responsiveness to the distress of others in children with autism. Personality and Individual Differences, 26, 477–485. https://doi.org/10.1016/S0191-8869(98)00154-8Google Scholar

Burrell, S., & Warboys, L. M. (2000). Special education and the juvenile justice system. Washington, DC: US Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention.Google Scholar

Casanova, M. F., Buxhoeveden, D. P., Switala, A. E., & Roy, E. (2002). Minicolumnar pathology in autism. Neurology, 58, 428–432. https://doi.org/10.1212/WNL.58.3.428Google Scholar

Centers for Disease Control and Prevention. (2014, March). Prevalence of Autism Spectrum Disorder among children aged 8 years – Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2010. Morbidity and Mortality Weekly Report, 63(2). Retrieved from www.cdc.gov/mmwr/pdf/ss/ss6302.pdfGoogle Scholar

Chiacchia, M. (2016, April 5). Autism spectrum disorder and the criminal justice system. Retrieved from www.purdueglobal.edu/blog/criminal-justice/autism-and-the-criminal-justice-system/Google Scholar

Cohen, J., Dickerson, T., & Forbes, J. (2014). A legal review of autism, a syndrome rapidly gaining wide attention within our society. Albany Law Review, 77, 389–423.Google Scholar

Doyle, B., & Iland, E. (2014). And justice for all … unless you have autism: What the legal system needs to know about people with Autism Spectrum Disorder. Retrieved from https://besafethemovie.com/wp-content/uploads/2014/07/BE-SAFE-BONUS-And-Justice-for-All.pdfGoogle Scholar

Frick, P. J., Ray, J. V., Thornton, L. C., & Kahn, R. E. (2014). Can callous-unemotional traits enhance the understanding, diagnosis, and treatment of serious conduct problems in children and adolescents? A comprehensive review. Psychological Bulletin, 140, 1–57. https://doi.org/10.1037/a0033076Google Scholar

Frith, U. (1989). Autism and “theory of mind.” In Gillberg, C. (Ed.), Diagnosis and treatment of autism (pp. 33–52). Boston, MA: Plenum Press.Google Scholar

Future of Sex Education Initiative. (2012). National Sexuality Education Standards: Core Content and Skills, K-12 [a special publication of the Journal of School Health]. Retrieved from https://siecus.org/resources/national-sexuality-education-standards/Google Scholar

Gabriels, R. L., & Van Bourgondien, M. E., (2007). Sexuality and autism: Individual, family, and community perspectives and interventions. In Gabriels, R. & Hill, D. (Eds.), Growing up with autism (pp. 58–72). New York, NY: The Guilford Press.Google Scholar

Ha, S., Sohn, I. J., Kim, N., Sim, H. J., & Cheon, K. A. (2015). Characteristics of brains in autism spectrum disorder: Structure, function and connectivity across the lifespan. Experimental Neurobiology, 24, 273–284. https://doi.org/10.5607/en.2015.24.4.273Google Scholar

Haracopos, D., & Pedersen, L. (1992). Sexuality and autism: Danish report. Retrieved from www.autismuk.com/autism/sexuality-and-autism/sexuality-and-autism-danish-report/Google Scholar

Hellemans, H., Colson, K., Verbracken, C., Vermeiren, R., & Deboutte, D. (2007). Sexual behaviour in high functioning male adolescents and young people with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 37, 260–269. https://doi.org/10.1007/s10803-006-0159-1Google Scholar

Hughes, T. L. (2013). Autism and crime. Training Manual funded by Western Region ASERT Collaborative, Pennsylvania Department of Public Welfare, Bureau of Autism Services, Western Psychiatric Institute and Clinic of UPMC Presbyterian Shadyside.Google Scholar

Individuals with Disabilities Education Act, 20 U.S.C. 1412(a)(3). (2004).Google Scholar

Johnson, C. P. (2004). Early clinical characteristics of children with autism. In Gupta, V. B. (Ed.), Autistic spectrum disorders in children (pp. 85–123). New York, NY: Marcel Dekker.Google Scholar

Jolliffe, T., & Baron-Cohen, S. (1999). A test of central coherence theory: Linguistic processing in high-functioning adults with autism or Asperger syndrome: Is local coherence impaired? Cognition, 71, 149–185. https://doi.org/10.1016/S0010-0277(99)00022-0Google Scholar

Jones, A. P., Happe, F. G., Gilbert, F., Burnett, S., and Viding, E., 2010. Feeling, caring, knowing: Different types of empathy deficit in boys with psychopathic tendencies and autism spectrum disorder. Journal of Child Psychology and Psychiatry 51, 1188–1197. https://doi.org/10.1111/j.1469-7610.2010.02280.xGoogle Scholar

Kawakami, C., Ohnishi, M., Sugiyama, T., et al. (2012). The risk factors for criminal behaviour in high-functioning autism spectrum disorders (HFASDs): A comparison of childhood adversities between individuals with HFASDs who exhibit criminal behaviour and those with HFASD and no criminal histories. Research in Autism Spectrum Disorders, 6, 949–957. https://doi.org/10.1016/j.rasd.2011.12.005Google Scholar

Koller, R. (2000). Sexuality and adolescents with autism. Sexuality and Disability, 18, 125–135. https://doi.org/10.1023/A:1005567030442Google Scholar

Konstantareas, M. M., & Lunsky, Y. J. (1997). Sociosexual knowledge, experience, attitudes, and interests of individuals with autistic disorder and developmental delay. Journal of Autism and Developmental Disorders, 27, 397–413. https://doi.org/10.1023/A:1025805405188Google Scholar

Krezmien, M. P., Leone, P. E., & Achilles, G. M. (2006). Suspension, race, and disability: Analysis of statewide practices and reporting. Journal of Emotional and Behavioral Disorders, 14, 217–226. https://doi.org/10.1177/10634266060140040501Google Scholar

Kumagami, T., & Matsuura, N. (2009). Prevalence of pervasive developmental disorder in juvenile court cases in Japan. The Journal of Forensic Psychiatry & Psychology, 20, 974–987. https://doi.org/10.1080/14789940903174170Google Scholar

Lerner, M. D., Hague, O. S., Northrup, E. C., Lawer, L., & Bursztajn, H. J. (2012). Contemporary Issues in Family Law and Mental Health. Journal of the American Academy of Psychiatry and the Law, 40, 445–445.Google Scholar

Loomes, R., Hull, L., & Mandy, W. P. L. (2017). What is the male-to-female ratio in autism spectrum disorder? A systematic review and meta-analysis. Journal of the American Academy of Child & Adolescent Psychiatry, 56, 466–474. https://doi.org/10.1016/j.jaac.2017.03.013Google Scholar

Losen, D. J., & Gillespie, J. (2012). Opportunities suspended: The disparate impact of disciplinary exclusion from school. Los Angeles, CA: The Civil Rights Project/Proyecto Derechos Civiles. Retrieved from https://civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-remedies/school-to-prison-folder/federal-reports/upcoming-ccrr-researchGoogle Scholar

Mackin, M. L., Loew, N., Gonzalez, A., Tykol, H., & Christensen, T. (2016). Parent perceptions of sexual education needs for their children with autism. Journal of Pediatric Nursing, 31, 608–618. https://doi.org/10.1016/j.pedn.2016.07.003Google Scholar

McDaniels, B. W., & Fleming, A. R. (2018). Sexual health education: A missing piece in transition services for youth with intellectual and developmental disabilities. Journal of Rehabilitation, 84, 28–38.Google Scholar

Morgan, P. L., Farkas, G., Hillemeier, M. M., et al. (2019). Are students with disabilities suspended more frequently than otherwise similar students without disabilities? Journal of School Psychology, 72, 1–13. https://doi.org/10.1016/j.jsp.2018.11.001Google Scholar

Murphy, N. A., & Elias, E. R. (2006). Sexuality of children and adolescents with developmental disabilities. Pediatrics, 118, 398–403. https://doi.org/10.1542/peds.2006-1115Google Scholar

Nardone, S., Sams, D. S., Zito, A., Reuveni, E., & Elliott, E. (2017). Dysregulation of cortical neuron DNA methylation profile in autism spectrum disorder. Cerebral Cortex, 27, 5739–5754. https://doi.org/10.1093/cercor/bhx250Google Scholar

NOVA. (2007). Ghost in your genes [Video file]. Retrieved from www.pbs.org/wgbh/nova/genes/Google Scholar

Ousley, O. Y., & Mesibov, G. B. (1991). Sexual attitudes and knowledge of high-functioning adolescents and adults with autism. Journal of Autism and Developmental Disorders, 21, 471–481. https://doi.org/10.1007/BF02206871Google Scholar

Pask, E., Hughes, T. L., & Sutton, L.W. (2016). Sexual knowledge acquisition and retention for individuals with autism. International Journal of School and Educational Psychology, 4, 86–94. https://doi.org/10.1080/21683603.2016.1130579Google Scholar

Pennington, B. F., & Ozonoff, S. (1996). Executive functions and developmental psychopathology. Journal of Child Psychology and Psychiatry, 37, 51–87. https://doi.org/10.1111/j.1469-7610.1996.tb01380.xGoogle Scholar

Pepler, D. J. (2018). Schools and the pathway to crime. In Farrington, D. P., Kazemian, L., & Piquero, A. R. (Eds.), The Oxford handbook of developmental and life-course criminology (pp. 432–453). New York, NY: Oxford University Press.Google Scholar

Quinn, M. M., Rutherford, R. B., Leone, P. E., Osher, D. M., & Poirier, J. M. (2005). Youth with disabilities in juvenile corrections: A national survey. Exceptional Children, 71, 339–345. https://doi.org/10.1177/001440290507100308Google Scholar

Rava, J., Shattuck, P., Rast, J., & Roux, A. (2017). The prevalence and correlates of involvement in the criminal justice system among youth on the autism spectrum. Journal of Autism and Developmental Disorders, 47, 340–346. https://doi.org/10.1007/s10803-016-2958-3Google Scholar

Russell, J. E. (1997). Autism as an executive disorder. New York, NY: Oxford University Press.Google Scholar

Sigman, M. D., Dissanayake, C., Corona, R., and Espinosa, M., 2003. Social and cardiac responses of young children with autism. Autism, 7, 205–216. https://doi.org/10.1177/1362361303007002007Google Scholar

Siu, M. T., & Weksberg, R. (2017). Epigenetics of autism spectrum disorder. In Delgado-Morales, R. (Ed.), Neuroepigenomics in aging and disease (pp. 63–90). Cham, Switzerland: Springer.Google Scholar

Stewart, M. E., Barnard, L., Pearson, J., Hasan, R., & O’Brien, G. (2006). Presentation of depression in autism and Asperger syndrome: A review. Autism, 10, 103–116. https://doi.org/10.1177/1362361306062013Google Scholar

Stokes, M., & Kaur, A. (2005). High-functioning autism and sexuality: A parental perspective. Autism, 9, 266–289. https://doi.org/10.1177/1362361305053258Google Scholar

Substance Abuse and Mental Health Services Administration. (2017). Key substance use and mental health indicators in the United States: Results from the 2016 National Survey on Drug Use and Health (HHS Publication No. SMA 17–5044, NSDUH Series H-52). Rockville, MD: Center for Behavioral Health Statistics and Quality, Substance Abuse and Mental Health Services Administration. Retrieved from www.samhsa.gov/data/sites/default/files/NSDUH-FFR1-2016/NSDUH-FFR1-2016.htmGoogle Scholar

Sullivan, A., & Caterino, L. C. (2008). Addressing the sexuality and sex education of individuals with autism spectrum disorders. Education and Treatment of Children, 31, 381–394. DOI:10.1353/etc.0.0001Google Scholar

Sutton, L. R., Hughes, T. L., Huang, A., et al. (2013). Identifying individuals with autism in a state facility for adolescents adjudicated as sexual offenders: A pilot study. Focus on Autism and Other Developmental Disabilities, 28, 175–183. https://doi.org/10.1177/1088357612462060Google Scholar

Sutton, L. R., & Wesley Spectrum Services. (2013). Healthy relationships and autism: A guide into adulthood. Pittsburgh, PA: Author.Google Scholar

Travers, J., & Tincani, M. (2010). Sexuality education for individuals with Autism Spectrum Disorders: Critical issues and decision making guidelines. Education and Training in Autism and Developmental Disabilities, 45, 284–293.Google Scholar

Turcotte, P., Shea, L. L., & Mandell, D. (2018). School discipline, hospitalization, and police contact overlap among individuals with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 48, 883–891. https://doi.org/10.1007/s10803-017-3359-yGoogle Scholar

United States Department of Justice Bureau of Statistics. (2015). Crime against persons with disabilities 2009–2013 – statistical tables. May 2015 report. Retrieved from www.bjs.gov/content/pub/pdf/capd0913st.pdfGoogle Scholar

Woodbury-Smith, M., & Dein, K. (2014). Autism Spectrum Disorder (ASD) and unlawful behaviour: Where do we go from here? Journal of Autism and Developmental Disorders, 44, 2734–2741. https://doi.org/10.1007/s10803-014-2216-5Google Scholar

Zhang, D., Katsiyannis, A., & Herbst, M. (2004). Disciplinary exclusions in special education: A 4-year analysis. Behavioral Disorders, 29, 337–347. https://doi.org/10.1177/019874290402900402Google Scholar

Bazelon, E. (2013). Sticks and stones: Defeating the culture of bullying and rediscovering the power of character and empathy. New York, NY: Random House.Google Scholar

Brackett, M. A., & Rivers, S. E. (2014). Transforming students’ lives with social and emotional learning. In Pekrun, R. & Linnenbring-Garcia, L. (Eds.), International handbook of emotions in education (pp. 368–388). New York, NY: Routledge.Google Scholar

Patchin, J. W., & Hinduja, S. (2016). Bullying today: Bullet points and best practices. Thousand Oaks, CA: Corwin.Google Scholar

Swearer, S. M., Espelage, D. L., & Napolitano, S. A. (2009). Bullying prevention and intervention: Realistic strategies for schools. New York, NY: Guilford Press.Google Scholar

Alston, R. J., Harley, D., & Lenhoff, K. (1995). Hirschi’s social control theory: A sociological perspective on drug abuse among persons with disabilities. The Journal of Rehabilitation, 61, 31–35.Google Scholar

Arcia, E. (2006). Achievement and enrollment status of suspended students: Outcomes in a large, multicultural school district. Education and Urban Society, 38, 359–369. https://doi.org/10.1177/0013124506286947Google Scholar

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar

Bandura, A. (1989). Social cognitive theory. In Vasta, R. (Ed.), Annals of child development: Six theories of child development (Vol. 6, pp. 1–60). Greenwich, CT: JAI Press.Google Scholar

Bandura, A. (2004). Social cognitive theory for personal and social change by enabling media. In Singhal, A., Cody, M. J., Rogers, E. M., & Sabido, M. (Eds.), Entertainment-education and social change: History, research, and practice (pp. 75–96). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar

Bandura, A., & Walters, R. H. (1963). Social learning and personality development. New York, NY: Holt, Rinehart.Google Scholar

Bandyopadhyay, S., Cornell, D. G., & Konold, T. R. (2009). Validity of three school climate scales to assess bullying, aggressive attitudes, and help seeking. School Psychology Review, 38, 338–355.Google Scholar

Borum, R., Fein, R., Vossekuil, B., & Berglund, J. (1999). Threat assessment: Defining an approach for evaluating risk of targeted violence. Behavioral Sciences & the Law, 17, 323–337. https://doi.org/10.1002/(SICI)1099-0798(199907/09)17:3<323::aid-bsl349>3.0.CO;2-GGoogle Scholar

Bradshaw, C. P., Sawyer, A. L., & O’Brennan, L. M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36, 361–382.Google Scholar

Bradshaw, C. P., Sawyer, A. L., & O’Brennan, L. M. (2009). A social disorganization perspective on bullying-related attitudes and behaviors: The influence of school context. American Journal of Community Psychology, 43, 204–220. https://doi.org/10.1007/s10464-009-9240-1Google Scholar

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.Google Scholar

Brown, T. M. (2007). Lost and turned out: Academic, social, and emotional experiences of students excluded from school. Urban Education, 42, 432–455. https://doi.org/10.1177/0042085907304947Google Scholar

Centers for Disease Control and Prevention. (1992). A framework for assessing the effectiveness of disease and injury prevention. Morbidity and Mortality Weekly Report, 41(RR–3); 001. Retrieved from www.cdc.gov/mmwr/preview/mmwrhtml/00016403.htmGoogle Scholar

Collaborative for Academic, Social, and Emotional Learning. (n.d.). What is SEL? Retrieved from https://casel.org/what-is-sel/Google Scholar

Committee for Children (n.d.). Second step. Retrieved from www.secondstep.org/bullying-prevention.Google Scholar

Cornell, D. G., Gregory, A., & Fan, X. (2011). Reductions in long-term suspensions following adoption of the Virginia student threat assessment guidelines. National Association of Secondary School Principals Bulletin, 95, 175–194. https://doi.org/10.1177/0192636511415255Google Scholar

Cornell, D., & Limber, S. P. (2015). Law and policy on the concept of bullying at school. American Psychologist, 70, 333–343. https://doi.org/10.1037/a0038558Google Scholar

Cornell, D., Sheras, P., Gregory, A., & Fan, X. (2009). A retrospective study of school safety conditions in high schools using the Virginia threat assessment guidelines versus alternative approaches. School Psychology Quarterly, 24, 119–129. https://doi.org/10.1037/a0016182Google Scholar

Darwin, C. (1869). On the origin of species by means of natural selection or the preservation of favoured races in the struggle for live (5th ed.). London: John Murray.Google Scholar

DeGue, S., Massetti, G. M., Holt, M. K., et al. (2013). Identifying links between sexual violence and youth violence perpetration: New opportunities for sexual violence prevention. Psychology of Violence, 3, 140–156. https://doi.org/10.1037/a0029084Google Scholar

Dodge, K. A. (1991). The structure and function of reactive and proactive aggression. In Pepler, D. J. & Rubin, K. H. (Eds.), The development and treatment of childhood aggression (pp. 201–218). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar

Doll, B., Swearer, S. M., Collins, A. M., et al. (2012). Bullying and coercion: School-based cognitive-behavioral interventions. In Mennuti, R. B., Christner, R. W., & Freeman, A. (Eds.), Cognitive behavioral interventions in educational settings: A handbook for practice (pp. 339–379). New York, NY: Routledge.Google Scholar

Edmondson, L., & Zeman, L. D. (2011). Do school bully laws align with prevention best practices? Health Educator, 43, 3–11. https://files.eric.ed.gov/fulltext/EJ967820.pdfGoogle Scholar

Espelage, D. L., Basile, K. C., & Hamburger, M. E. (2012). Bullying perpetration and subsequent sexual violence perpetration among middle school students. Journal of Adolescent Health, 50, 60–65. https://doi.org/10.1016/j.jadohealth.2011.07.015Google Scholar

Espelage, D. L., & Horne, A. (2008). School violence and bullying prevention: From research-based explanations to empirically based solutions. In Brown, S. D. & Lent, R. W. (Eds.), Handbook of counseling psychology (4th ed., pp. 588–606). Hoboken, NJ: Wiley.Google Scholar

Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here? School Psychology Review, 32, 365–383. DOI:10.1080/02796015.2003.12086206Google Scholar

Espelage, D. L., & Swearer, S. M. (2008). Current perspectives on linking school bullying research to effective prevention strategies. In Miller, T. W. (Ed.), School violence and primary prevention (pp. 335–353). New York, NY: Springer Science.Google Scholar

Espelage, D. L., & Swearer, S. M. (2009). Contributions of three social theories to understanding bullying perpetration and victimization among school-aged youth. In Harris, M. J. (Ed.), Bullying, rejection, and peer victimization: A social cognitive neuroscience perspective (pp. 151–170). New York, NY: Springer Publishing Company.Google Scholar

Federal Partners in Bullying Prevention. (2014). Federal laws. Retrieved from www.stopbullying.gov/laws/federal/index.htmlGoogle Scholar

Federal Partners in Bullying Prevention. (2016). State anti-bullying laws and policies. Retrieved from www.stopbullying.gov/resources/lawsGoogle Scholar

Fein, R. A., & Vossekuil, B. (1998). Protective intelligence and threat assessment investigations: A guide for state and local law enforcement officials. Washington, DC: US Department of Justice, Office of Justice Programs, National Institute of Justice.Google Scholar

Fein, R. A., Vossekuil, B., & Holden, G. (1995). Threat assessment: An approach to prevent targeted violence. Washington, DC: US Department of Justice, Office of Justice Programs, National Institute of Justice.Google Scholar

Fein, R., Vossekuil, B., Pollack, W., et al. (2004). Threat assessment in schools: A guide to managing threatening situations and to creating safe school climates. Washington, DC: US Secret Service and Department of Education.Google Scholar

Foshee, V. A., Benefield, T. S., Reyes, H. L. M., et al. (2016). Examining explanations for the link between bullying perpetration and physical dating violence perpetration: Do they vary by bullying victimization? Aggressive Behavior, 42, 66–81. https://doi.org/10.1002/ab.21606Google Scholar

Gage, N. A., Prykanowski, D. A., & Larson, A. (2014). School climate and bullying victimization: A latent class growth model analysis. School Psychology Quarterly, 29, 256–271. https://doi.org/10.1037/spq0000064Google Scholar

Gladden, R. M., Vivolo-Kantor, A. M., Hamburger, M. E., & Lumpkin, C. D. (2014). Bullying surveillance among youths: Uniform definitions for public health and recommended data elements. Retrieved from www.cdc.gov/violenceprevention/pdf/bullying-definitions-final-a.pdfGoogle Scholar

Hanish, L. D., Hill, A., Gosney, S., Fabes, R. A., & Martin, C. L. (2011). Girls, boys, and bullying in preschool: The role of gender in the development of bullying. In Espelage, D. L. & Swearer, S. M. (Eds.), Bullying in North American schools (2nd ed., pp.132–146). New York, NY: Routledge.Google Scholar

Heaviside, S., Rowand, C., Williams, C., & Farris, E. (1998). Violence and discipline problems in US public schools: 1996–97 (NCES Rep. No. 98–030). Washington, DC: US Department of Education, National Center for Education Statistics.Google Scholar

Hirschi, T. (1969). Causes of delinquency. Berkeley, CA: University of California Press.Google Scholar

Ingram, R. E., & Luxton, D. D. (2005). Vulnerability-stress models. In Hankin, B. L. & Abela, J. R. Z. (Eds.), Development of psychopathology: A vulnerability stress perspective (pp. 32–46). Thousand Oaks, CA: Sage Publications Inc.Google Scholar

Jones, L. M., Mitchell, K. J., & Turner, H. A. (2015). Victim reports of bystander reactions to in-person and online peer harassment: A national survey of adolescents. Journal of Youth and Adolescence, 44, 2308–2320. https://doi.org/10.1007/s10964-015-0342-9Google Scholar

Kaltiala-Heino, R., Rimpela, M., Rantanen, P., & Rimpela, A. (2000). Bullying at school: An indicator of adolescents at risk for mental disorders. Journal of Adolescence, 23, 661–674. https://doi.org/10.1006/jado.2000.0351Google Scholar

Kumpulainen, K., Räsänen, E., & Puura, K. (2001). Psychiatric disorders and the use of mental health services among children involved in bullying. Aggressive Behavior, 27, 102–110. https://doi.org/10.1002/ab.3Google Scholar

Larkin, R. W. (2009). The Columbine legacy: Rampage shootings as political acts. American Behavioral Scientist, 52, 1309–1326. https://doi.org/10.1177/0002764209332548Google Scholar

Liebert, R. M., Sprafkin, J. N., & Davidson, E. S. (1982). The early window: Effects of television on children and youth (2nd ed.). Elmsford, NY: Pergamon Press.Google Scholar

Low, S., & Van Ryzin, M. (2014). The moderating effects of school climate on bullying prevention efforts. School Psychology Quarterly, 29, 306–319. https://doi.org/10.1037/spq.0000073Google Scholar

McClelland, M. M., Ponitz, C. C., Messersmith, E. E., & Tominey, S. (2010). Self-regulation: Integration of cognition and emotion. In Lerner, R. M., Lamb, M. E., & Freund, A. M. (Eds.), The handbook of life-span development (pp. 509–553). Hoboken, NJ: Wiley & Sons.Google Scholar

Mitchell, K. J., & Jones, L. M. (2015). Cyberbullying and bullying must be studied within a broader peer victimization framework. Journal of Adolescent Health, 56, 473–474. https://doi.org/10.1016/j.jadohealth.2015.02.005Google Scholar

Mohandie, K. (2000). School violence threat assessment: A practical guide for educators, law enforcement, and mental health professionals. San Diego, CA: Specialized Training Services.Google Scholar

Nansel, T. R., Overpeck, M., Pilla, R., et al. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285, 2094–2100. https://doi.org/10.1001/jama.285.16.2094Google Scholar

National School Climate Council. (2007). What is school climate? Retrieved from www.schoolclimate.org/about/our-approach/what-is-school-climateGoogle Scholar

Newman, R. S., Murray, B., & Lussier, C. (2001). Confrontation with aggressive peers at school: Students’ reluctance to seek help from the teacher. Journal of Educational Psychology, 93, 398–410. https://doi.org/10.1037/0022-0663.93.2.398Google Scholar

Nickerson, A. B., Singleton, D., Schnurr, B., & Collen, M. H. (2014). Perceptions of school climate as a function of bullying involvement. Journal of Applied School Psychology, 30, 157–181. https://doi.org/10.1080/15377903.2014.888530Google Scholar

Nickerson, A. B., & Torchia, T. O. (2015). Bullying and mental health. In Goldblum, P., Espelage, D. L., Chu, J., & Bongar, B. (Eds.), Youth suicide and bullying: Challenges and strategies for prevention and intervention (pp. 39–49). New York, NY: Oxford University Press.Google Scholar

Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford: Blackwell.Google Scholar

O’Toole, M. E. (2000). The school shooter: A threat assessment perspective. Quantico, VA: Critical Incident Response Group, FBI Academy, and the National Center for the Analysis of Violent Crime.Google Scholar

Pollard, J. W., Nolan, J. J., & Deisinger, E. R. D. (2012). The practice of campus-based threat assessment: An overview. Journal of College Student Psychotherapy, 26, 263–276. https://doi.org/10.1080/87568225.2012.711142Google Scholar

Ragozzino, K., & O’Brien, M. U. (2009). Social and emotional learning and bullying prevention. Retrieved from https://casel.org/wp-content/uploads/2016/01/3_SEL_and_Bullying_Prevention_2009.pdfGoogle Scholar

Randazzo, M. R., Borum, R., Vossekuil, B., et al. (2006). Threat assessment in schools: Empirical support and comparison with other approaches. In Jimerson, S. R. & Furlong, M. (Eds.), Handbook of school violence and school safety: From research to practice (pp. 147–156). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar

Rivers, S. E., Tominey, S. L., O’Bryon, E. C., & Brackett, M. A. (2013). Developing emotional skills in early childhood setting using Preschool RULER. The Psychology of Education Review, 37, 19–25.Google Scholar

Rodkin, P. C., Espelage, D. L., & Hanish, L. D. (2015). A relational framework for understanding bullying: Developmental antecedents and outcomes. American Psychologist, 70, 311–321. https://doi.org/10.1037/a0038658Google Scholar

Ryoo, J. H., Wang, C., & Swearer, S. M. (2014). Examination of the change in latent statuses in bullying behaviors across time. School Psychology Quarterly, 30, 105–122. https://doi.org/10.1037/spq0000082Google Scholar

Sampson, R. J., Raudenbush, S. W., & Earls, F. (1997). Neighborhoods and violent crime: A multilevel study of collective efficacy. Science, 277, 918–924. https://doi.org/10.1126/science.277.5328.918Google Scholar

Scalora, M. J. (2014). Electronic threats and harassment. In Meloy, J. R. & Hoffmann, J. (Eds.), International handbook of threat assessment (pp. 214–223). New York, NY: Oxford University Press.Google Scholar

Scalora, M. J., Simons, A., & Van Slyke, S. (2010). Campus safety: Assessing and managing threats. FBI Law Enforcement Bulletin, 79, 1–10.Google Scholar

Shaw, C. R., & McKay, H. D. (1942). Juvenile delinquency and urban areas. Chicago, IL: University of Chicago Press.Google Scholar

Skiba, R., Simmons, A. B., Peterson, R., & Forde, S. (2006). The SRS Safe Schools Survey: A broader perspective on school violence prevention. In Jimerson, S. R. & Furlong, M. (Eds.), Handbook of school violence and school safety: From research to practice (pp. 157–170). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar

Small, S. A., & Luster, T. (1994). Adolescent sexual activity: An ecological, risk-factor approach. Journal of Marriage and Family, 56, 181–192. https://doi.org/10.2307/352712Google Scholar

Spinrad, T. L., Eisenberg, N., Cumberland, A., et al. (2006). Relation of emotion-related regulation to children’s social competence: A longitudinal study. Emotion, 6, 498–510. https://doi.org/10.1037/1528-3542.6.3.498Google Scholar

Storer, H. L., Casey, E. A., & Herrenkohl, T. I. (2017). Developing “whole school” bystander interventions: The role of school-settings in influencing adolescents responses to dating violence and bullying. Children and Youth Services Review, 74, 87–95. https://doi.org/10.1016/j.childyouth.2017.01.018Google Scholar

Sugai, G., & Horner, R. R. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School Psychology Review, 35, 245–259.Google Scholar

Swearer, S. M., & Doll, B. (2001). Bullying in schools: An ecological framework. Journal of Emotional Abuse, 2, 7–23. https://doi.org/10.1300/J135v02n02_02Google Scholar

Swearer, S. M., Espelage, D. L., Koenig, B., et al. (2012). A social-ecological model for bullying prevention and intervention in early adolescents. In Jimerson, S. R., Nickerson, A. B., Mayer, M. J., & Furlong, M. J. (Eds.), Handbook of school violence and school safety: International research and practice (2nd ed., pp. 333–355). New York, NY: Routledge.Google Scholar

Swearer, S. M., Espelage, D. L., Love, K. B., & Kingsbury, W. (2008). School-wide approaches to intervention for school aggression and bullying. In Doll, B. & Cummings, J. A. (Eds.), Transforming school mental health services (pp. 187–212). Thousand Oaks, CA: Corwin Press.Google Scholar

Swearer, S. M., & Hymel, S. (2015). Understanding the psychology of bullying: Moving toward a social-ecological diathesis–stress model. American Psychologist, 70, 344–353. https://doi.org/10.1037/a0038929Google Scholar

Swearer, S. M., Peugh, J., Espelage, D. L., et al. (2006). A social-ecological model for bullying prevention and intervention in early adolescence: An exploratory examination. In Jimerson, S. R. & Furlong, M. J. (Eds.), Handbook of school violence and school safety (pp. 257–273). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar

Swearer, S. M., Wang, C., Collins, A., Strawhun, J., & Fluke, S. (2014). Bullying: A school mental health perspective. In Weist, M. D., Lever, N. A., Bradshaw, C. P., & Owens, J. S. (Eds.), Handbook of school mental health: Research, training, practice, and policy (2nd ed., pp. 341–354). https://doi.org/10.1007/978-1-4614-7624-5_25Google Scholar

Totura, C. M., Karver, M. S., & Gesten, E. L. (2014). Psychological distress and student engagement as mediators of the relationship between peer victimization and achievement in middle school youth. Journal of Youth and Adolescence, 43, 40–52. https://doi.org/10.1007/s10964-013-9918-4Google Scholar

US Department of Education & Office for Civil Rights. (2010). Dear colleague letter: Harassment and bullying. Retrieved from www2.ed.gov/about/offices/list/ocr/letters/colleague-201010.pdfGoogle Scholar

Walker, H. M., & Shinn, M. R. (2002). Structuring school-based interventions to achieve integrated primary, secondary, and tertiary prevention goals for safe and effective schools. In Shinn, M. R. (Ed.), Interventions for academic and behavior problems II: Prevention and remedial approaches (pp. 1–25). Bethesda, MD: National Association of School Psychologists.Google Scholar

Wang, C., Berry, B., & Swearer, S. M. (2013). The critical role of school climate in effective bullying prevention. Theory into Practice, 52, 296–302. https://doi.org/10.1080/00405841.2013.829735Google Scholar

Ybarra, M. L., Espelage, D. L., & Mitchell, K. J. (2014). Differentiating youth who are bullied from other victims of peer-aggression: The importance of differential power and repetition. Journal of Adolescent Health, 55, 293–300. https://doi.org/10.1016/j.jadohealth.2014.02.009 Google Scholar

Anyon, Y., Jenson, J., Altschul, I., et al. (2014). The persistent effect of race and the promise of alternatives to suspension in school discipline outcomes. Children and Youth Services Review, 44, 379–386. https://doi.org/10.1016/j.childyouth.2014.06.025Google Scholar

Aronson, B., & Laughter, J. (2016). The theory and practice of culturally relevant education: A synthesis of research across content areas. Review of Educational Research, 86, 163–206. https://doi.org/10.3102/0034654315582066Google Scholar

Balfanz, J., Byrnes, V., & Fox, J. (2015). Sent home and put off track: The antecedents, disproportionalities, and consequences of being suspended in the 9th grade. In Losen, D. J. (Ed.), Closing the school discipline gap: Equitable remedies for excessive exclusion (pp. 17–30). New York, NY: Teachers College Press.Google Scholar

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of schoolwide positive behavioral interventions and supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133–148. https://doi.org/10.1177/1098300709334798Google Scholar

Bradshaw, C. P., Waasdorp, T. E., and Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on Child Behavior Problems. Pediatrics, 130, e1136–e1145. https://doi.org/10.1542/peds.2012-0243Google Scholar

Briesch, A. M., & Briesch, J. M. (2015). Meta-analysis of behavioral self-management interventions in single-case research. School Psychology Review, 45, 3–18. https://doi.org/10.17105/SPR45-1.3-18Google Scholar

Bryk, A. S., & Schneider, B. L. (2002). Trust in schools: A core resource for improvement. New York, NY: Russell Sage Foundation.Google Scholar

Bullis, M., Yovanoff, P., Mueller, G., & Havel, E. (2002). Life on the “outs”: Examination of the facility-to-community transition of incarcerated adolescents. Exceptional Children, 69, 7–22. https://doi.org/10.1177/001440290206900101Google Scholar

Card, D., & Giulano, L. (2016). Can tracking raise the test scores of high-ability minority students (NBER Working Paper No. 22104 JEL No. I2). Retrieved from http://davidcard.berkeley.edu/papers/card-giuliano-tracking.pdfGoogle Scholar

Carter, P., Skiba, R. J., Arredondo, M., & Pollock, M. (2015). You can’t fix what you don’t look at: Acknowledging race in addressing racial discipline disparities (Discipline Disparities Research-to-Practice Briefing Paper Series #4). Bloomington, IN: Equity Project at Indiana University. Retrieved from www.indiana.edu/~atlantic/wp-content/uploads/2014/12/Acknowledging-Race_121514.pdfGoogle Scholar

Center for the Advanced Study of Teaching and Learning. (2015). Creating opportunities through relationships: Online professional development. Charlottesville, VA: Curry School of Education, University of Virginia. Retrieved from www.corclassrooms.orgGoogle Scholar

Children’s Defense Fund. (1975). School suspensions: Are they helping children? Cambridge, MA: Washington Research Project.Google Scholar

Cornelius-White, J. (2007). Learner-centered teacher–student relationships are effective: A meta-analysis. Review of Educational Research, 77, 113–143. https://doi.org/10.3102/003465430298563Google Scholar

Cornell, D., Maeng, J., Burnette, A.G., et al. (2016). Threat assessment in Virginia schools: Technical report of the Threat Assessment Survey for 2014–2015. Charlottesville, VA: Curry School of Education, University of Virginia.Google Scholar

Dee, T., & Penner, E. (2017). The causal effects of cultural relevance: Evidence from an ethnic studies curriculum. American Educational Research Journal, 54, 127–166. https://doi.org/10.3102/0002831216677002Google Scholar

Durlak, J., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.xGoogle Scholar

Fabelo, T., Thompson, M. D., Plotkin, M., et al. (2011). Breaking schools’ rules: A statewide study of how school discipline relates to students’ success and juvenile justice involvement. Council of State Governments Justice Center Publications. Retrieved from http://csgjusticecenter.org/wp-content/uploads/2012/08/Breaking_Schools_Rules_Report_Final.pdfGoogle Scholar

Finn, J. D., & Servoss, T. J. (2015). Security measures and discipline in American high schools. In Losen, D. J. (Ed.), Closing the school discipline gap: Equitable remedies for excessive exclusion (pp. 44–58). New York, NY: Teachers College Press.Google Scholar

González, T. (2015). Socializing schools: Addressing racial disparities in discipline through restorative justice. In Losen, D. J. (Ed.), Closing the discipline gap: Equitable remedies for excessive exclusion (pp. 151–165). New York, NY: Teachers College Press.Google Scholar

Greenwald, A. G., Poehlman, T. A., Uhlmann, E. L., & Banaji, M. R. (2009). Understanding and using the Implicit Association Test: Meta-analysis of predictive validity. Journal of Personality and Social Psychology, 97, 17–41. https://doi.org/10.1037/a0015575Google Scholar

Gregory, A., Bell, J., & Pollock, M. (2016). How educators can eradicate disparities in school discipline: Issues in intervention. In Skiba, R. J., Mediratta, K., & Rausch, M. K. (Eds.), Inequality in school discipline: Research and practice to reduce disparities (pp. 39–58). New York, NY: Palgrave MacMillan. https://doi.org/10.1057/978-1-137-51257-4_3Google Scholar

Gregory, A., Hafen, C. A., Ruzek, E. A., et al. (2016). Closing the racial discipline gap in classrooms by changing teacher practice. School Psychology Review. 45, 171–191. https://doi.org/10.17105/SPR45-2.171-191Google Scholar

Gregory, A., & Ripski, M. (2008). Adolescent trust in teachers: Implications for behavior in the high school classroom. School Psychology Review, 37, 337–353.Google Scholar

Gregory, A., Skiba, R. J., & Mediratta, K., (2017). Eliminating disparities in school discipline: A framework for intervention. Special issue on equity in school. Review of Research in Education, 47, 253–278. https://doi.org/10.3102/0091732X17690499Google Scholar

Guckenburg, S., Hurley, N., Persson, H., Fronius, T., & Petrosino, A. (2015). Restorative justice in US schools: Summary findings. San Francisco, CA: WestEd. Retrieved from http://jprc.wested.org/new-report-restorative-justice-in-u-s-schools-summary-findingsGoogle Scholar

Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625–638. https://doi.org/10.1111/1467-8624.00301Google Scholar

Himmelstein, K. E. W., & Bruckner, H. (2011). Criminal-justice and school sanctions against non-heterosexual youth: A national longitudinal study. Pediatrics, 127, 49–57. https://doi.org/10.1542/peds.2009-2306Google Scholar

Horner, R. H., Sugai, G., Smolkowski, K., et al. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133–144. https://doi.org/10.1177/1098300709332067Google Scholar

International Institute of Restorative Practices. (2014). Improving school climate: Findings from schools implementing restorative practices. Bethlehem, PA. Retrieved from www.iirp.edu/pdf/IIRP-Improving-School-Climate.pdfGoogle Scholar

Jain, S., Bassey, H., Brown, M. A., & Kalra, P. (2014). Restorative justice in Oakland schools. Implementation and impact: An effective strategy to reduce racially disproportionate discipline, suspensions, and improve academic outcomes. Retrieved from www.ousd.org/cms/lib/CA01001176/Centricity/Domain/134/OUSD-RJ%20Report%20revised%20Final.pdfGoogle Scholar

Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105, 2283–2290. https://doi.org/10.2105/AJPH.2015.302630Google Scholar

JustChildren & Cornell, D. (2013). Prevention v. punishment: Threat assessment, school suspensions, and racial disparities. Retrieved from www.justice4all.org/wp-content/uploads/2013/12/UVA-and-JustChildren-Report-Prevention-v.-Punishment.pdfGoogle Scholar

Kaufman, J. S., Jaser, S. S., Vaughan, E. L., et al. (2010). Patterns in office referral data by grade, race/ethnicity, and gender. Journal of Positive Behavior Interventions, 12, 44–54. https://doi.org/10.1177/1098300708329710Google Scholar

Kena, G., Musu-Gillette, L., Robinson, J., et al. (2015). The condition of education 2015 (NCES 2015–144). Washington, DC: US Department of Education, National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubsearchGoogle Scholar

Ladson-Billings, G. (1994). The dream-keepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.Google Scholar

Losen, D. J. (2015). Closing the school discipline gap: Equitable remedies for excessive exclusion. New York, NY: Teachers College Press.Google Scholar

Losen, D. J., & Martinez, T. E. (2013). Out of school and off track: The overuse of suspensions in middle and high schools. Los Angeles, CA: The Center for Civil Rights Remedies. University of California. Retrieved from http://files.eric.ed.gov/fulltext/ED541735.pdfGoogle Scholar

McIntosh, K., Mercer, S. H., Hume, A. E., et al. (2013). Factors related to sustained implementation of schoolwide positive behavior support. Exceptional Children, 79, 293–311.Google Scholar

McIntosh, K., Moniz, C. A., Craft, C. B., Golby, R., & Steinwand-Deschambeault, T. (2014). Implementing school-wide positive behavioural interventions and supports to better meet the needs of Indigenous students. Canadian Journal of School Psychology, 29, 236–257. https://doi.org/10.1177/0829573514542217Google Scholar

Mediratta, K. (2012). Grassroots organizing and the school-to-prison pipeline. The emerging national movement to roll back zero tolerance policies in US public schools. In Bahena, S., Cooc, N., Currie-Rubin, R., Kuttner, P., & Ng, M. (Eds.), Disrupting the school to prison pipeline (pp. 211–236). Cambridge, MA: Harvard Education Press.Google Scholar

Morgan, E., Salomon, N., Plotkin, M., & Cohen, R. (2014). The school discipline consensus report: Strategies from the field to keep students engaged in school and out of the juvenile justice system. New York, NY: The Council of State Governments Justice Center.Google Scholar

Morris, E. E., & Perry, B. L. (2016). The punishment gap: School suspension and racial disparities in achievement. Social Problems, 63, 68–86. https://doi.org/10.1093/socpro/spv026Google Scholar

MST Services. (2019). Multisystemic Therapy® (MST®) research at a glance: Published MST outcome, implementation and benchmarking studies. Retrieved from https://tinyurl.com/txfoubyGoogle Scholar

National Association of School Psychologists. (2013). Racial and ethnic disproportionality in education [Position statement]. Bethesda, MD: Author. Retrieved from www.nasponline.org/resources-and-publications/resources/diversity/disproportionalityGoogle Scholar

Noltemeyer, A., Ward, R. M., & Mcloughlin, C. S. (2015). Relationship between school suspension and student outcomes: A meta-analysis. School Psychology Review, 44, 224–240. https://doi.org/10.17105/spr-14-0008.1Google Scholar

Oakland Board of Education. (2015). Annual report to US Department of Education, Office for Civil Rights (OCR Docket Number 09–12–5001).Google Scholar

Okonofua, J. A., & Eberhardt, J. L. (2015). Two strikes: Race and the disciplining of young students. Psychological Science, 26, 617–624. https://doi.org/10.1177/0956797615570365Google Scholar

Okonofua, J. A., Paunesku, D., & Walton, G. M. (2016). Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescents. Proceedings of the National Academy of Sciences, 113, 5222–5226. https://doi.org/10.1073/pnas.1523698113Google Scholar

Okonofua, J. A., Walton, G. M., & Eberhardt, J. L. (2016). A vicious cycle: A social–psychological account of extreme racial disparities in school discipline. Perspectives on Psychological Science, 11, 381–398. https://doi.org/10.1177/1745691616635592Google Scholar